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1 Department of Nursing Master of Science in Nursing Student Handbook

2 WELCOME FROM THE DEPARTMENT OF NURSING CHAIR On behalf of the faculty and staff of the University of North Carolina at Pembroke (UNCP) Department of Nursing, I am delighted to welcome you to the Master of Science in Nursing (MSN) program. We are pleased that you have chosen UNCP to pursue your advanced degree in nursing. The MSN Program is designed to provide you with the opportunity to acquire the knowledge, skills, and abilities requisite to safe, efficient, and effective advanced nursing practice. We are confident that you will find the program of study professionally stimulating, challenging, and rewarding. I hope you will find the MSN Student Handbook a valuable resource for information about the policies and procedures governing academic life in the Department of Nursing, School of Graduate Studies and Research as well as the University. If you have questions that are not easily addressed through the Handbook, Dr. Jennifer Twaddell, Director of the Graduate Program, program faculty as well as staff are available to assist you. It is essential that you familiarize yourself with the policies and procedures discussed in the Handbook. Students are also responsible for the information contained in the School of Graduate Studies and Research Graduate Student Handbook and the University Student Handbook. Best wishes for a successful and enjoyable year. Barbara B. Synowiez, PhD, MSN, RN Chair and Professor WELCOME FROM THE DIRECTOR, GRADUATE PROGRAM Thank you for choosing the University of North Carolina at Pembroke (UNCP) Master of Science in Nursing (MSN) program to assist you in meeting your career goals! The purpose of the MSN Student Handbook is to acclimate and guide you through your chosen program of study. The policies and procedures will add structure to your professional development. Please refer to it for answers to questions and confirmation of your decisions. My door is open to you for advisement and support through your MSN journey. I am very excited to be your director and look forward to working with each of you individually and as a group. Jennifer W. Twaddell, PhD, RN Assistant Professor and Director, Graduate Program 2

3 FOREWARD The edition of the Master of Science in Nursing Student Handbook has been prepared to provide you with information about the policies and procedures that apply to the Master of Science in Nursing Program and your student rights and responsibilities. This handbook should be used in conjunction with the UNCP Academic Catalog, Graduate Student Handbook, and UNCP Student Handbook. The faculty of the Department of Nursing reserves the right to change the policies and procedures in this document as considered necessary for the progressive development of the program and to maintain academic standards. If this occurs, you will be notified of the changes and date effective via UNCP . Please read over the document, become familiar with its content and feel free to contact the Chair of the Department of Nursing, Director of Graduate Program, or graduate faculty if you have any questions. 3

4 TABLE OF CONTENTS Page CHAPTER I: INTRODUCTION Overview of the Department of Nursing 6 Mission and Purpose 7 Philosophy 8 Conceptual Framework 9 Purpose of the MSN Program 11 Educational Objectives of MSN Program 11 Graduate Faculty Contact Information 12 CHAPTER II: MSN CURRICULUM Specialty Concentrations 13 Plans of Study 14 Course Descriptions 15 CHAPTER III: ADMISSION TO MSN PROGRAM Master of Science in Nursing Program 20 Degree Requirements 20 Admission Criteria 20 Enrollment Requirements 21 RN-MSN Pathway 21 Degree Requirements 21 Admission Criteria 21 Pre-Requisite Course Requirements 22 RN-BSN/MSN Course Requirements Prior to Enrolling in MSN Program 22 CHAPTER IV: PROGRESSION, READMISSION, AND GRADUATION POLICIES Academic Progress 24 Course Loads 24 Grading 24 Graduate Commencement 25 Graduation Requirements 25 Withdrawal Policy 25 CHAPTER V: GENERAL GUIDELINES, POLICIES, AND PROCEDURES Nursing Student Code of Academic and Professional Behavior 27 Administrative Policy Changes 35 Advisement 35 Attendance 35 Copy Paper 36 Distance Learning 36 Equipment and Supplies 36 Graduate Course Evaluations 36 Graduate Student Research 36 Health Sciences Building Access 37 Identification Badges/Cards 37 New Graduate Student Orientation 37 Parking Permits 37 Payment of Tuition and Fees 37 Policy on Make-Up Examinations 37 Process for Addressing Faculty, Course, and Student-Related Concerns 38 Recording of Class or Lecture 41 Religious Holiday Policy 41 4

5 Scholarly Papers/Course-Related Written Work 41 University Network and Brav Accounts 41 CHAPTER VI: RESEARCH AND ACTION PROJECTS Scholarly Project Options for MSN Students 42 Research Project 42 Research Project Guidelines 42 Action Project 43 Final Scholarly Paper for Research/Action Projects 45 CHAPTER VII: CLINICAL/PRACTICUM POLICIES Attendance at Clinical/Practicum Experiences 46 Chemical Substance Abuse and Impairment Testing Policy for Students 46 Clinical Requirements MSN Students 46 Clinical Dress and Personal Appearance 46 CPR Certification Requirements 48 Criminal History Database Checks 48 Medical History Forms and Immunizations 49 Personal Health Insurance Coverage 49 Professional Liability Insurance 49 CHAPTER VIII: STUDENT SUPPORT SERVICES AND RESOURCES Accessibility and Resource Center (ARC) 50 Campus Bookstore 50 Center for Adult Learners 50 Clinical Learning Center 50 Computer Facilities 52 Graduate Assistantships 52 Learning Enhancement Center 52 Livermore Library 53 Student Health Services (SHS) 57 University Writing Center 57 APPENDIX A: RESEARCH PROJECT ADVISOR/ACTION PROJECT 58 ADVISOR AGREEMENT APPENDIX B: GUIDELINES FOR SCHOLARLY WRITING 59 APPENDIX C: CHEMICAL SUBSTANCE ABUSE AND IMPAIRMENT 66 TESTING POLICY FOR STUDENTS ATTACHMENT A: ACKNOWLEDGMENT AND CONSENT FORM 71 ATTACHMENT B: FACULTY REPORT OF REASONABLE SUSPICION OF 72 CHEMICAL SUBSTANCE USE BY STUDENT FORM APPENDIX D: RELEASE TO SHARE BACKGROUND INFORMATION AND 75 AGREEMENT TO REPORT FUTURE FELONY OR MISDEMEANOR CONVICTIONS 5

6 CHAPTER I: INTRODUCTION OVERVIEW OF THE DEPARTMENT OF NURSING The Department of Nursing builds on a rich heritage that began with the establishing of the Southeastern North Carolina Nursing Consortium in 1992, a joint RN-BSN completion program between UNCP and Fayetteville State University. The program was established to increase access to baccalaureate education for registered nurses who had graduated from associate degree nursing programs and hospital-based programs, to increase the number of minority nurses with BSNs, and to respond to the health care needs of citizens in the most underserved area of southeastern North Carolina. The Consortium was the first BSN program in North Carolina to receive Commission on Collegiate Nursing Education (CCNE) accreditation for 10 years with no recommendations. The Consortium separated August 1, 2004; at that time, the UNCP baccalaureate nursing program transitioned to a Department of Nursing within the University structure. The Department of Nursing is housed in the new state-of-the-art Health Sciences Building on the campus of UNCP. In September 2004, the North Carolina Board of Nursing granted initial approval for the new pre-licensure BSN option to admit its first students in July The Board of Nursing approved 200 student positions for the pre-licensure BSN option. The pre-licensure BSN option has had seven graduating classes that have taken the NCLEX-RN examination, achieving 88%, 95%, 100%, and 100% pass rate in the last four years respectively, thus, surpassing the North Carolina Board of Nursing and UNC General Administration benchmarks. The RN-BSN completion option is for the Registered Nurse (associate degree or diploma graduates) who wishes to complete a baccalaureate of science in nursing degree. The length of the program varies, depending on equivalent prerequisite courses completed, and choice of part-time or full-time enrollment. The RN-BSN completion option is offered through a combination of face-to-face and distance education courses. Since 2005, UNCP has offered RN-BSN completion and pre-licensure BSN educational programs in response to the critical need for baccalaureate-prepared nurses not only at the national and state level but also in southeastern North Carolina. In February 2013, the UNC Board of Governors approved UNC Pembroke s proposal to offer a Master of Science in Nursing program and to admit the first class of graduate students in fall There are two pathways for potential entry into the MSN program: 1) Direct Entry and 2) RN-MSN Pathway. The direct entry MSN pathway is targeted at individuals who have earned a Bachelor of Science in Nursing. The RN- MSN pathway is for registered nurses with an associate or diploma who may be eligible for early admission into the graduate program. The graduate coursework is offered through a combination of classroom and practicum experiences; the classroom portion is a combination of face-to-face and computer-mediated learning activities. Since its beginning, the Department of Nursing has continued to grow in numbers of nursing majors and faculty. Graduates from the baccalaureate program are employed as professional nurses throughout the state, nation, and international. Today, the Department of Nursing serves a population of over 500 nursing majors and employs 18 full-time faculty members. The Department of Nursing is committed to national, specialized nursing accreditation that notes we are offering a program of quality, professional nursing education. The Department of Nursing BSN program is accredited by the Commission on Collegiate Nursing Education Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, DC ; (202) ; The Department of Nursing prelicensure BSN program is fully approved by the North Carolina Board of Nursing. The Department of Nursing holds agency membership in the American Association of Colleges of Nursing. 6

7 MISSION AND PURPOSE STATEMENT, VISION STATEMENT, CORE VALUES The Department of Nursing is dedicated to carrying out the mission of the College of Arts and Sciences and the University of North Carolina at Pembroke. As an integral academic unit of the University, the UNCP Department of Nursing is committed to the tripartite roles of teaching, research, and community service that contribute to the cultural, intellectual, and social development of professional nurses in North Carolina and the nation. Students are provided the opportunity to obtain a multicultural education that is grounded in the arts, sciences and humanities; that is congruent with standards for professional nursing practice; and that prepares them for lifelong learning, professional development, and service to others. Figure1illustrates the DON mission and purpose statement, vision statement, and core values. Figure 1: Department of Nursing Mission and Purpose Statement, Vision Statement and Core Values Mission and Purpose Statement The Department of Nursing is dedicated to carrying out the mission of the College of Arts and Sciences and the University of North Carolina at Pembroke. As an integral academic unit of the University, the Department of Nursing is committed to the tripartite roles of teaching, research, and community service that contribute to the cultural, intellectual, and social development of professional nurses in North Carolina and the nation. Students are provided the opportunity to obtain a multicultural education that is grounded in the arts, sciences and humanities; that is congruent with standards for professional nursing practice; and that prepares them for lifelong learning, professional development, and service to others. The primary purposes of the UNCP Department of Nursing program are to (a) provide accessible, seamless, high-quality undergraduate and graduate nursing education to diverse student populations in order to create leaders in professional nursing practice, and (b) prepare graduates to provide safe, high-quality, cost-effective professional nursing services, to improve health across the life span, for individuals, families, groups, and communities in a variety of settings. Vision Statement The vision of the Department of Nursing is to achieve regional distinction as a leader of excellence in our nursing educational programs and in scholarship, service, and community engagement. Core Values Professionalism is characterized by the adoption of core values as part of a nurse s commitment to competency, compassion in practice, and the highest standards of professional performance in the ethical conduct of nursing. The core values shared by the faculty include: Caring - We strive to be compassionate, sensitive, and considerate in all our interpersonal interactions and to better understand and respond to the needs of our diverse community. Excellence - We seek to achieve the highest possible quality in our educational programs and in our teaching, research, scholarship, service, and community engagement. Inquiry: We engage in the discovery, translation, application, integration, and dissemination of knowledge that contributes to the advancement of evidence-based professional nursing education and practice. Teamwork - We work collaboratively, value the contributions of all, and develop and maintain productive working relationships. Diversity - We promote a climate of diversity among faculty, staff, and students because it is vital to the community we serve. Transparency - We maintain open and honest organizational and interpersonal communication. Respect - We create a positive environment by treating all individuals with mutual respect and sensitivity, recognizing the importance of their contributions and diversity. Accountability We foster a culture of responsibility for our decisions, our actions and our results. 7

8 PHILOSOPHY AND CONCEPTUAL FRAMEWORK PHILOSOPHY We believe that persons, existing as individuals, families, groups, and communities, are complex and diverse biological, psychological, social, cultural and spiritual beings. Humans are unique, possess dignity, worth, respect, and have the capacity for compassion and caring for others, and the right to selfdetermination. Humans have the right of choice; thus, they are accountable for their actions. As continually developing beings, humans adapt to or modify an ever-changing environment as they strive toward a state of self-actualization. We believe that persons live in and interact with the environment, and each is affected by the other. The environment is the totality of all conditions and circumstances that surround and have an impact on the development and adaptive functions of individuals, families, groups, and communities. The interrelationships of factors in the environment, both internal and external to individuals, families, groups and communities, create a milieu in which these systems grow and change; thus, influencing their state of health. We believe that health is an essential ingredient for optimal quality of life. Health is a dynamic state of being influenced by biological, psychological, social, and cultural factors. Humans take deliberate actions to accomplish health goals, to achieve a high-level of well being, and to care for self and /or others. Well-being is a perception of health and human existence, and is influenced by lifestyles and human experiences within the context of culture and society. Attaining and maintaining health and wellbeing are the responsibility of a society and its members as a whole. Every individual, family, group, and community has the right to access nursing and health care within the parameters of available health resources. We believe that nursing is an esthetic art, a scientific discipline, and a practice profession accountable to society for responding to its health needs. Nursing is characterized by providing unique, specialized, and caring health services, in collaboration with individuals, families, groups, and communities, for the promotion, maintenance, and restoration of optimal health and well-being. We believe that professional nursing is a dynamic process that evolves as the nurse intervenes and addresses needs of individuals, families, groups, and communities. Professional nursing includes interrelated theoretical and practice components. The theoretical component involves the synthesis and application of knowledge from nursing, physical, social, biological and behavioral sciences as well as the humanities. Clinical inquiry, reasoning, and decision-making, effective interpersonal, oral, written, and technological communication strategies, and psychomotor skills characterize the practice component. Professional nurses function independently and interdependently in a variety of settings and are ethically and legally accountable for the quality of their practice. Professional nurses practice in the roles of provider of care, designer/manager/coordinator of care, and member of the nursing profession to continuously improve client outcomes through system effectiveness and individual performance. We believe that professional nursing education, built on a foundation of liberal arts, sciences, and humanities, guides the learner to attain competencies required for professional nursing practice. Nursing education acknowledges that learners are a student population with diverse cultural backgrounds, learning styles, abilities, educational experiences. The design of the undergraduate and graduate programs recognizes learner s previous education, life and work experiences as well as individual student values. During the educational process, students have multiple opportunities to enhance their self-awareness; to promote professional identification, commitment and collegiality; to synthesize and apply knowledge; to be introduced to and build upon psychomotor skills; and to internalize the results of 8

9 changes in attitudes, values, thoughts, and behaviors. Baccalaureate education prepares graduates to function as generalists in any health care setting and in the roles of provider of care, designer/manager/ coordinator of care, and member of the nursing profession. Graduate education builds upon the generalist foundation of baccalaureate education to prepare nurses for advanced practice roles. It serves as a pathway for expanding the understanding of the nursing metaparadigm by providing for the integration of advanced knowledge, theory, and research. It provides experiences in leadership, evidence-based practice, health policy development, and the development of role competence in a specialized area of nursing practice to meet the current and future health needs of diverse populations in an ever-changing healthcare environment. Education is a life-long process and it is the responsibility of each professional nurse to seek life-long educational opportunities. We believe that learning is a dynamic process that results in a change in attitude, values, thoughts, and behavior. Each student is unique and learning is influenced by needs, style of learning, age, and past experiences. The student is responsible for learning and must be self-directed and motivated for learning to occur. Learning occurs through the development of critical thinking, active inquiry, clinical reasoning and decision-making, and active participation in the educational process. Faculty has the responsibility to design learning activities that are innovative, multi-sensory, and progressing from simple to complex. Faculty and students share the responsibility for creating an educational climate that fosters intellectual inquiry, freedom of expression, critical thinking and creativity, and facilitates the development of learner potential. In the teaching/learning process, faculty is responsible for functioning as facilitators, resource persons, and role models, providing educational opportunities for the nursing profession without regard to race, age, creed, color or national origin. CONCEPTUAL FRAMEWORK The conceptual framework has been designed to provide organization to the nursing curriculum by serving as a guide for the selection of nursing content, ordering of courses, and sequencing of learning experiences. There are seven (7) major concepts that are central to the conceptual framework for the curriculum. These concepts, adapted from the Essentials of Baccalaureate Education (AACN, 1998, 2008), the Essentials of Master s Education in Nursing (AACN, 2011), and the ANA Nursing: Scope and Standards of Nursing Practice (2010) are defined as follows: Person Person includes the learner, individuals, families, groups, and communities. Human beings are unique individuals who have dignity, worth, and respect. They possess the capacity for compassion and caring for others and the right to self-determination. Humans are complex, diverse, whole and unified beings whose physical, psychological, sociocultural and spiritual needs are integrated and inseparable. Throughout the life span, humans adapt to or modify an ever-changing environment as they strive to meet their needs and attain optimal health and development. Environment Environment is the total of both internal and external conditions and circumstances that have an impact on the development and adaptive functions of individuals, families, groups, and communities. Environment includes physical, chemical, biological, psychological, social, spiritual, and cultural factors that interact with and influence humans and their state of health. 9

10 Health/Well-Being Health represents a dynamic state of being resulting from the interactions of humans and their internal and external environments. Well-being is a perception of health and human existence, and is influenced by lifestyles and human experiences within the context of culture and society as a whole. Humans strive to attain a high quality of life by integrating environmental factors, maximizing their potential, and engaging in health promotion, risk reduction, illness prevention, and rehabilitation activities. Optimum health and well-being allows individuals, families, groups, and communities to advance beyond basic needs, and to focus energies on interpersonal, spiritual, social relationships, and self-fulfillment. An individual s state of health can vary from optimum well-being to illness, disease, and dysfunction and change throughout the life span. Professional Nursing Professional nursing is a dynamic process that evolves as the nurse interacts with individuals, families, groups, and communities to meet potential or actual health care needs. Based on the desired outcomes, professional nurses intervene to promote health and well-being, prevent illness, and assist with self-care activities that contribute to recovery or with activities that result in a peaceful death. Caring Caring encompasses the nurse s empathy for and connection with the patient, as well as the ability to translate these affective characteristics into compassionate, sensitive, appropriate care (AACN, 2008, p. 26). Caring is providing assistance to and expressing concern for others to enhance their well-being and promote healthy growth and development. Essential components of the caring process include knowledge, communication, self-awareness and development, and the professional values of altruism, autonomy, human dignity, integrity, and social justice. Inquiry Inquiry is the seeking of information, knowledge, and truth through the processes of questioning, studying, exploring, or examining. It includes the use of the nursing process, scientific method, research process, information technology and critical thinking. Critical thinking is a deliberate and systematic process that involves questioning, analysis, synthesis, interpretation, inference, inductive and deductive reasoning, intuition, application, and creativity (AACN, 1998, p.9). Professional Nursing Practice Professional nursing practice includes evidence-based therapeutic nursing interventions for the purpose of health promotion, risk reduction, illness prevention, and rehabilitation with individuals, families, groups, and communities. In clinical practice, the professional nurse uses the nursing process to interact with clients in achieving mutual goals. The nursing process is a deliberate and systematic approach that consists of assessment, diagnosis, planning, implementation and evaluation. Application of the nursing process requires sensitivity to differences between the values of clients and those of the nurse. The professional nurse engages in three interrelated roles. As a Provider of Care, the professional nurse provides direct and indirect care for diverse populations across the healthcare continuum. Clinical judgments are made using critical thinking and clinical reasoning within a cultural, legal, ethical, and regulatory framework (AACN, 2008, p. 8). The role is based upon professional knowledge, skills, and attitudes related to client-centered care, evidence-based practice, teamwork and collaboration, quality 10

11 improvement, safety, and informatics (QSEN, 2007). As a Designer/Manager/ Coordinator of Care, the professional nurse functions autonomously and interdependently within inter- and intra-professional health care teams. Nurses are accountable for their professional practice and image as well as for client outcomes related to their own and delegated nursing care. This role is based upon professional knowledge, skills and attitudes related to organization, delegation, supervision, collaboration, and leadership to promote high quality, cost-effective care within the context of client values and preferences (AACN, 2008, p. 9). As a Member of the Nursing Profession, the nurse possesses a professional identity and is accountable for one s professional nursing image. This role is based on strong critical reasoning, clinical judgment, communication, and assessment skills. As an advocate for high quality care for all clients and the advancement of the nursing profession, the professional nurse assumes an active role in the policy processes that shape health care delivery and systems of care. The professional nurse is committed to self-analysis, reflection, life-long learning, and continuous professional development to maintain competence in professional nursing practice (AACN, 2008, p. 9). Professional nurses with master s degrees are prepared with broad knowledge and practice expertise for flexible leadership and critical action within complex, changing systems, including health, educational, and organizational systems. They are equipped with valuable knowledge and skills in order to lead change, promote health, and elevate care in various roles and settings (AACN, 2011, p. 3) and commit to life-long learning. PURPOSE OF THE MSN PROGRAM The purpose of the Master of Science in Nursing (MSN) program is to prepare nurses for advanced roles in specialty areas of nursing and provide a foundation for additional graduate study. The advanced practice area of nurse educator, clinical nurse leader, or rural case manager can be practiced in diverse healthcare settings. Graduates of the program will be able to improve nursing practice through the advancement of nursing knowledge, contribute to the improvement of health care delivery, participate in health policy development, and contribute to the advancement of the nursing profession. EDUCATIONAL OBJECTIVES OF THE MSN PROGRAM Upon completion of the program, the graduate will be able to: 1. Synthesize evidence-based knowledge, theories and principles from nursing, the arts and humanities, bio-psycho-social and applied sciences which support advanced nursing practice and role development. 2. Assume leadership role in coordinating, managing, and improving health services for culturally diverse populations by using knowledge of political, economic, organizational, and regulatory systems. 3. Direct organizational and systems leadership initiatives for the improvement of health outcomes and safety for diverse individuals, families, groups, populations, and communities across the continuum of care. 4. Collaborate with interprofessional healthcare providers and consumers in designing, implementing, and evaluating health services for the attainment of shared health care goals that focus on clinical prevention and population health. 5. Integrate information technology for evidence-based care management, education, collaboration, and decision-making to improve health outcomes. 6. Demonstrate beginning competence in applying research principles to clinical practice that will impact advanced nursing practice and education as well as health programs and services. 7. Assume accountability for ethical values, principles, and personal beliefs that acknowledge human diversity and influence professional practice decisions and nursing interventions. 8. Adhere to ethical, legal, and regulatory mandates and professional standards for advanced nursing practice. 9. Engage in professional behaviors that reflect a commitment to lifelong learning and excellence in advanced nursing practice. 11

12 GRADUATE FACULTY CONTACT INFORMATION Name Office Phone Dr. Cherry Beasley HSCI Dr. Dena Evans HSCI Dr. Katharine Kemplin HSCI Dr. Jennifer Johnson HSCI 340K Dr. Barbara Synowiez HSCI 340J Dr. Jennifer Twaddell HSCI 340L

13 CHAPTER II: MSN CURRICULUM SPECIALTY CONCENTRATIONS The MSN program provides students with an opportunity to build expertise in a specialized area of practice while enhancing their skills in theory and research for use in professional practice. Through a blend of classroom and practicum experiences, the program prepares individuals for advanced nursing roles in three specialty concentrations: rural case manager, clinical nurse leader, and nurse educator. 1. Nurse Educator This specialty concentration is designed to prepare practicing nurses to assume roles as educators in baccalaureate and associate degree nursing programs, staff development programs, continuing education programs, and community health education programs. The emphasis of this program is on the delivery of nursing education in rural environments. Students complete the core coursework toward the Master of Science in Nursing degree. In addition, all students receive instruction in education theory related to teaching/learning principles, curriculum development, classroom and clinical teaching, media technology, advising/counseling, testing, and program outcomes evaluation. Through a practicum experience students specialize in one of four areas: academics, staff development, community health education, or continuing education. Practicum experiences are tailored to the student s specialty focus and career goals. Through the nurse educator track, the graduate program seeks to strengthen the future education of nurses and contribute to the improved quality of health care received by residents of North Carolina. The course of study helps develop the teaching and research skills necessary for effective faculty in both academic and clinical settings. After a minimum of two years of full-time employment in an academic faculty role, graduates are eligible to take the NLN nurse educator certification examination. 2. Clinical Nurse Leader (CNL) This specialty concentration prepares nurse leaders who will be accountable for clinical and health care environmental outcomes. This role was developed in 2004 by the American Association of Colleges of Nursing (AACN) as a national initiative to address fragmentation in health care delivery and improvement of patient outcomes. The clinical nurse leader concentration focuses on the assessment, design, implementation, coordination and evaluation of health promotion, risk reduction, disease prevention and illness management services for individuals, families, groups, and communities. Students complete the core coursework toward the Master of Science in nursing degree. In addition, students receive instruction in community health for rural populations, epidemiology and global health, leadership, care environment/clinical outcomes management, and health policy, organization, and financing of health care. Practicum experiences are tailored to each student s area of clinical specialization and provide opportunities for the development of competencies in nursing leadership, health care environmental management, and clinical outcomes management. Graduates of the program are able to practice with a high level of clinical competence at the point of care and serve as clinical leaders across all clinical settings in order to meet the demands of a complex health care delivery system. In addition, graduates are eligible to take the CNL certification examination, with the appropriate clinical experience, offered by American Association of Colleges of Nursing (AACN). 3. Rural Case Manager - This specialty concentration prepares nurses to coordinate and implement case management services at the system and community levels to promote quality cost-effective health outcomes for rural populations. This track has special significance given the rural location of UNCP, the current poor health outcomes for North Carolina s rural residents (RWJ, 2011) and the role of the nursing in addressing rural health issues (UNC-CH, Shep Center, 2003). Students complete the core coursework toward the Master of Science in nursing degree. In addition, students receive instruction in rural health theory, epidemiology and global health, case management process, communications, ethical and legal responsibilities, utilization management, quality review and risk management, case management administration and financial considerations, and practice settings. Practicum experiences provide opportunities for the development of case management competencies related to assessment, 13

14 planning, facilitation, education, and advocacy through communication and collaboration with clients, families, and members of the health care team in organizational, home, and community settings. Graduates of the program are able to hold leadership and case manager positions across all health care settings and specialties. In addition, graduates are eligible to take a case management certification examination with the appropriate clinical experience. SAMPLE PLANS OF STUDY Nurse Educator Specialty Concentration Semester Course Number Course Semester Hours Fall NUR 5000 Advanced Nursing Concepts in Theory and Practice 3 NUR 5010 Research Methods for Evidence-Based Practice 3 NUR 5020 Advanced Pathophysiology 3 Spring NUR 5300 Educating Diverse Populations 3 NUR 5040 Advanced Health Assessment and Clinical Decision Making 3 NUR 5310 Curriculum Theory and Design in Nursing Education 3 Summer NUR 5030 Advanced Concepts of Pharmacology in Nursing 3 Fall NUR 5320 Classroom Teaching and Integration of Technology 3 NUR 5330 Clinical Teaching Strategies for Nurse Educators 3 NUR 5340 Measurement and Evaluation in Nursing Education 3 Spring NUR 5350 Nurse Educator Capstone Practicum 6 NUR 5360 Master s Nurse Educator Research or Action Project 3 Total Hours 39 Clinical Nurse Leader Specialty Concentration Semester Course Number Course Semester Hours Fall NUR 5000 Advanced Nursing Concepts in Theory and Practice 3 NUR 5010 Research Methods for Evidence-Based Practice 3 NUR 5020 Advanced Pathophysiology 3 Spring NUR 5200 Issues in Community Health for Rural Populations 2 NUR 5040 Advanced Health Assessment and Clinical Decision Making 3 NUR 5110 Policy, Organization, and Financing of Health Care 3 Summer NUR 5030 Advanced Concepts of Pharmacology in Nursing 3 Fall NUR 5210 Leadership in Clinical Microsystems 4 NUR 5220 Care Environment and Clinical Outcomes Management 3 NUR 5140 Epidemiology and Global Health 3 Spring NUR 5230 Clinical Nurse Leader Capstone Practicum 6 NUR 5240 Master s Clinical Nurse Leader Research or Action Project 3 Total Hours 39 14

15 Rural Case Manager Specialty Concentration Semester Course Number Course Semester Hours Fall NUR 5000 Advanced Nursing Concepts in Theory and Practice 3 NUR 5010 Research Methods for Evidence-Based Practice 3 NUR 5020 Advanced Pathophysiology 3 Spring NUR 5100 Rural Health Care: Theoretical Foundations 2 NUR 5040 Advanced Health Assessment and Clinical Decision Making 3 NUR 5110 Policy, Organization, and Financing of Health Care 3 Summer NUR 5030 Advanced Concepts of Pharmacology in Nursing 3 Fall NUR 5120 Human Relations Management 3 NUR 5130 Nursing Case Management Process 4 NUR 5140 Epidemiology and Global Health 3 Spring NUR 5150 Case Management Capstone Practicum 6 NUR 5160 Master s Rural Case Manager Research or Action Project 3 Total Hours 39 COURSE DESCRIPTIONS The following list includes a description of all MSN courses. The numbers enclosed in parentheses immediately following course titles indicate the semester credit hours, lecture contact hours, and laboratory/clinical practicum hours respectively. Credit hours for laboratory experience/clinical practicum are calculated as one (1) semester credit hour for three (3) contact hours. MSN Core Courses NUR 5000 Advanced Nursing Concepts in Theory and Practice (3-3-0) The course prepares students to critique, evaluate, and utilize theory in advanced practice nursing. Students will analyze and evaluate selected contemporary theories and frameworks from nursing and related disciplines to develop a comprehensive, ethical, and holistic approach to client care within their nursing practice. Emphasis will be on the integration of nursing middle-range and practice theories, theories related to cultural aspects of care, population focused theories, and change theories into advanced nursing practice. Prerequisite(s): Admission to School of Graduate Studies and Nursing Graduate Program NUR 5010 Research Methods for Evidence-Based Practice (3-3-0) This course focuses on the development of skills needed to analyze, critique, and conduct nursing research for scientific and clinical merit to promote evidence-based nursing practice. Students will build on their knowledge of the research process and conduct an in-depth analysis of research methods as a framework for studying clinical issues. Emphasis will be on the use of descriptive and inferential statistics, qualitative and quantitative research methods, and application and utilization of research related to advanced nursing practice. Co-requisite(s): NUR 5000 NUR 5020 Advanced Pathophysiology (3-3-0) This course focuses on pathophysiological processes across the lifespan and the development of clinical reasoning skills that distinguish the relationships between normal and altered physiological functioning of body systems. Particular attention will be given to etiology, pathogenesis, developmental and environmental influences, and clinical manifestations of major health problems. Changes associated with individuals of different ethnic/racial origins, gender and which occur across the lifespan will be examined. Relevant evidence-based research findings related to pathophysiologic changes will be included. 15

16 NUR 5030 Advanced Concepts of Pharmacology in Nursing (3-3-0) This course builds on a foundation of basic pharmacology to provide students with advanced theoretical and empirical knowledge of pharmacokinetics, pharmacodynamics, and pharmacotherpaeutics of drug groups. Students will apply advanced knowledge in pharmacology to support clinical decision-making for the therapeutic management of clients across the lifespan. Prerequisite(s): NUR 5020 NUR 5040 Advanced Health Assessment and Clinical Decision Making (3-2-1) This course focuses on the development of advanced practice nursing skills related to health assessment and clinical decision-making. Health assessment focuses on interviewing to acquire a comprehensive health history and refinement of physical examination skills of populations across the lifespan. Clinical decisionmaking focuses on the diagnostic process, prevention and early detection of risk factors, abnormal assessments and related pathology, developing differential nursing diagnoses, and developing individualized plans of care. Students will have an opportunity to enhance and refine their critical thinking, diagnostic reasoning, documentation, and communication skills in the laboratory component of the course. Prerequisite(s): NUR 5020 Nurse Educator Specialty Concentration NUR 5300 Educating Diverse Populations (3-3-0) This course provides students with the opportunity to understand the ever-changing demographics of society and how these changes influence health care delivery systems and approaches to education. Concepts of design and adaptation of instructional materials and methods will be explored as well as the impact of educator and learner characteristics on the education process. Prerequisite(s): NUR 5000, 5010 NUR 5310 Curriculum Theory and Design in Nursing Education (3-3-0) This course focuses on curriculum design in nursing education. Theories of education and cognitive development, as a foundation for program development, will be presented. Students will participate in the curriculum-design process using mission and philosophy statements as the basis of curriculum development. The evaluation process and its impact on curriculum development, implementation and outcomes will be considered. NUR 5320 Classroom Teaching and Integration of Technology (3-2-1) This course focuses on the development and analysis of classroom teaching and learning strategies in nursing education. Adult learning principles of teaching and learning will be incorporated into the innovative strategies developed within this course. Integration of new technology in instructional design and delivery will be highlighted. Students will produce media-rich, interactive programs for use in nursing education or continuing education programs. Prerequisite(s): NUR 5000, 5010, 5300, 5310 NUR 5330 Clinical Teaching Strategies for Nurse Educators (3-2-1) Much of the basic education for nurses and for students in other health professions occurs in clinical settings. These settings require teaching methodologies quite different from the classroom setting. This course focuses on clinical instruction and the development of clinical judgment in the health professions. Emphasis will be given to clinical education in undergraduate programs. Prerequisite(s): NUR 5000, 5010, 5020, 5030, 5040, 5300, 5310 NUR 5340 Measurement and Evaluation in Nursing Education (3-3-0) This course provides students the opportunity to learn evaluation concepts, including testing and measurement in nursing education at the didactic, clinical and programmatic levels. Content includes strategies to assess and evaluate learning in the cognitive, psychomotor and affective domains. Quality improvements, as well as legal and ethical considerations are explored. Key concepts include classical test theory; criterion and norm referenced theory and technique; reliability, validity, and the associated descriptive statistics; preparation of instrumental objectives for use in developing classroom tests and clinical nursing performance evaluations. 16

17 NUR 5350 Nurse Educator Capstone Practicum (6-2-4) This course is a concentrated opportunity to function in an advanced nursing role as a nurse educator, integrating clinical and functional role activities within a chose setting. Emphasis includes educator nursing practice, functional role responsibilities, and activities with emphasis on their relationship to client outcomes. Prerequisite(s): Completion of all coursework related to the major with the exception of NUR 5360 NUR 5360 Master s Nurse Educator Research or Action Project (3-1-2) This course provides the opportunity for students to develop and implement a research or action project reflecting analysis, synthesis and integration of their learning for advanced practice as a nurse educator. Students will participate in a seminar as part of the nurse educator project. This course will be taken during the final semester of study. Prerequisite(s): Completion of all coursework related to the major with the exception of 5350 Clinical Nurse Leader Specialty Concentration NUR 5200 Issues in Community Health for Rural Populations (2-2-0) Students will examine selected issues that affect community health care for rural populations for nursing roles in case management or as a clinical nurse leader. The organization and financing of health care for rural populations will receive considerable attention. The nurse case manager or clinical nurse leader student will gain understanding of the development of health care policy and the ethical, political, economic, sociocultural, and technological forces influencing the delivery of care. Prerequisite(s): NUR 5000, 5010 NUR 5110 Policy, Organization, and Financing of Health Care (3-3-0) This course provides an overview of health care policy, organization, and financing with emphasis on current health care trends. The focus is to educate the nurse case manager or clinical nurse leader to collaborate with members of the health care community in the planning and provision of quality, cost-effective care. Emphasis is placed on the development of a leadership role in managing human, fiscal, and physical health care resources in order to improve client outcomes and eliminate health disparities. Core concepts include basic policy development and policy analysis, health care finance systems, government structure related to health care, primary health care, core public health functions, and patient safety and quality. NUR 5210 Leadership in Clinical Microsystems (4-3-1) The focus of this course is on assessment of clinical microsystems in healthcare settings to identify needed changes in the clinical trajectory for patients within the system. Development of the role of the CNL student as a patient care coordinator and educator for interprofessional team is the aim of this course. Improving patient safety, quality outcomes, and planning for implementation of innovations in care based on evidence-based practice will be discussed. Prerequisite(s): NUR 5000, 5010, 5110, 5200 NUR 5220 Care Environment and Clinical Outcomes Management (3-3-0) Building on baccalaureate level nursing skills and foundational pathophysiology, pharmacology, and health assessment, the focus of this course is on integrative care approaches that improve health through graduatelevel nursing and collaborative planning to design systems that promote positive health outcomes. Health promotion, disease reduction, and/or prevention as health-oriented strategies will be applied to patient care. Students will develop an outcome-focused model that relates to a graduate-level clinical practice area and that will inform the terminal project and residency. NUR 5140 Epidemiology and Global Health (3-3-0) This course focuses on the distribution of determinants of health-related states of conditions in specified populations and the application of this study to control health problems. Students will be presented with epidemiologic models and methods in order to assess the health of individuals and populations and to assess the health of individuals and populations to prevent or control health conditions, diseases, and injuries. Emphasis is on a local to global perspective and on application methods to improve healthcare delivery and health policy. Prerequisite(s): NUR 5000 and NUR

18 NUR 5230 Clinical Nurse Leader Capstone Practicum (6-2-4) The residency is the culminating application of the role of the CNL. Under faculty supervision, students will design a collaborative residency with clinical preceptors focusing on refinement of nursing leadership skills and management of clinical outcomes in the care environment. The complexities of clinical nursing leadership in interdisciplinary clinical applications will be discussed in weekly meetings. Students will apply evidenced-based practice including risk management, interdisciplinary collaboration for the promotion of patient outcomes and the integration of informatics to advance decision-making. Advocacy, health care resource, and organizational issues will be intentionally evaluated. Students will develop a written analysis of personal leadership skill development and reflection of the impact of CNL change within the care environment. Prerequisite(s): Completion of all coursework related to the major with the exception of NUR 5240 NUR 5240 Master s Clinical Nurse Leader Research or Action Project (3-1-2) This course provides the opportunity for students to develop and implement a research or action project reflecting analysis, synthesis and integration of their learning for advanced practice as a clinical nurse leader. Students will participate in a seminar as part of the clinical nurse leader project. This course will be taken during the final semester of study. Prerequisite(s): Completion of all coursework related to the major with the exception of NUR 5230 Rural Case Manager Specialty Concentration NUR 5100 Rural Health Care: Theoretical Foundations (2-2-0) This course focuses on the theoretical and philosophical basis for rural health from nursing and related disciplines, providing an overview of rural culture, rural health issues, healthcare priorities for rural dwellers, and strategies for dealing with challenges facing rural healthcare providers. Areas of emphasis will include: analysis of key rural concepts, rural healthcare policy, impact of technology on rural healthcare, workforce issues in rural health, and challenges facing the nurse case manager or clinical nurse leader working with rural populations. Prerequisite(s): NUR 5000, 5010 NUR 5110 Policy, Organization, and Financing of Health Care (3-3-0) This course provides an overview of health care policy, organization, and financing with emphasis on current health care trends. The focus is to educate the nurse case manager or clinical nurse leader to collaborate with members of the health care community in the planning and provision of quality, cost-effective care. Emphasis is placed on the development of a leadership role in managing human, fiscal, and physical health care resources in order to improve client outcomes and eliminate health disparities. Core concepts include basic policy development and policy analysis, health care finance systems, government structure related to health care, primary health care, core public health functions, and patient safety and quality. NUR 5120 Human Relations Management (3-3-0) This course focuses on establishing relationships with person(s) and families, group dynamics, team building, leadership and management skills, negotiation, human diversity in health and illness, conflict management, and rural health issues relevant for case management of rural populations and the clinical nurse leader role. NUR 5130 Nursing Case Management Process (4-3-1) This course examines the process of case management and the evolving role of the case manager in a variety of settings across the continuum of health care, with particular emphasis on populations residing in rural and medically underserved areas. Emphasis is on examining the fundamental concepts, components, principles and models of case management, as well as measuring and evaluating outcomes of case management related to access, quality, costs and client satisfaction. Prerequisite(s): NUR 5000, 5010, 5100, and 5110 NUR 5140 Epidemiology and Global Health (3-3-0) This course focuses on the distribution and determinants of health-related states or conditions in specified populations and the application of this study to control health problems. Students will be presented with 18

19 epidemiologic models and methods in order to assess the health of individuals and populations to prevent or control health conditions, diseases, and injuries. Emphasis is on a local to global perspective and on application of methods to improve healthcare delivery and health policy. Prerequisite(s): NUR 5000 and NUR 5010 NUR 5150 Case Management Capstone Practicum (6-2-4) This course focuses on the application of the nurse case manager's functions of assessing, planning, intervening, monitoring, and evaluating health care in rural communities. Emphasis is placed on implementing a coordinated, evidence-based, interdisciplinary, collaborative, integrated and cost effective approach to health care with rural populations. Prerequisite(s): Completion of all coursework related to the major with the exception of NUR 5160 NUR 5160 Master's Rural Case Manager Research or Action Project (3-1-2) This course provides the opportunity for students to develop and implement a research or action project reflecting analysis, synthesis, and integration of their learning for advanced practice as a nurse case manager. Students will participate in a seminar as part of the rural case manager project. This course will be taken during the final semester of study. Prerequisite(s): Completion of all coursework related to the major with the exception of NUR

20 CHAPTER III: ADMISSION TO MSN PROGRAM MASTER OF SCIENCE IN NURSING PROGRAM (MSN) Degree Requirements The degree requires 39 semester hours of graduate-level coursework. Degree includes 15 semester hours in Nursing Core and 24 semester hours in Specialty concentration. Admission Criteria Application for admission to the MSN program will be made through the School of Graduate Studies. For early consideration of admission, applications should be completed by May 15 for fall enrollment and November 15 for spring enrollment. Early admission decisions for fall will be made no later than June 15; spring decisions will be made no later than December 15. Only applications with all necessary materials will be considered. The Department of Nursing Master s Admissions Committee will review all applications and make a final recommendation regarding admission. Each applicant will be notified in writing regarding the admission decision. To enroll students with the greatest potential for successfully completing the program, the Department of Nursing considers the following criteria for full acceptance, in addition to the general requirements for admission to the School of Graduate Studies: Bachelor of Science in Nursing from accredited NLN or CCNE School of Nursing. Current, valid North Carolina nursing license or a license with multistate practice privileges by authority of the Nurse Licensure Compact. Cumulative undergraduate GPA of 3.0 or greater (on a 4.0 scale). Nursing practice experience (one year recommended). Completed application and official transcripts of all postsecondary coursework sent directly from each institution to the School of Graduate Studies. For graduates of BSN programs of greater than 5 years, it is recommended that an additional course or continuing education offering be completed prior to enrolling in the following graduate courses: Advanced Health Assessment, Advanced Pathophysiology, and Advanced Pharmacology. Completion of a course in Descriptive/Inferential Statistics with a minimum grade of C or higher. Competitive scores on the Graduate Record Exam (GRE) or Miller Analogies Test (MAT) with scores not older than 5-years. The GRE or MAT requirement is waived if an applicant s cumulative undergraduate GPA is 3.5 or higher. A personal statement describing the applicant s experience and objective in undertaking graduate study in the chosen specialty. The personal statement should describe: o The development of your interest in graduate education in nursing o The reason for the specialty area to which you are applying o Your professional goals and how this specialization will help you achieve them o Your academic strengths and areas needing further development o Any special circumstances that you believe require further clarification Current resume or curriculum vitae of educational and work experience Three letters of recommendation from instructors, supervisors or professional colleagues, two of which must come from individuals with a minimum of a master s degree in nursing, who are qualified to evaluate your professional nursing experience, academic competence and potential to undertake a masters degree program. 20

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